Upload
alexandrina-wheeler
View
216
Download
0
Tags:
Embed Size (px)
Citation preview
OSEP Center on Evidence-based Practice: Young Children with
Challenging Behavior(www.challengingbehavior.o
rg)
Multi-site, Multi-site, Longitudinal Study:Longitudinal Study:
The KIDS StudyThe KIDS Study
2
KIDS Study - Lead Investigators
University of South Florida – Dunlap, Fox
University of Colorado at Denver - Strain
University of Florida - Conroy
University of Kansas - Juniper Gardens - Carta
Lehigh University – Kern
Tennessee Voices for Children – Timm
---------------------------------
USF - Data Base & Infrastructure – Lardieri, Sowell
USF – Statistician - Banks
3
Purpose
The principal goals of the KIDS Study are to:
(1) describe in detail the developmental trajectories of a diverse population of young children who exhibit serious challenging behaviors, or who are at high risk for developing challenging behaviors, and
(2) identify variables that may predict different trajectories as well as different outcomes, such as readiness for kindergarten.
4
Some Anticipated Contributions
Describe natural history of challenging behaviors in important populations of young children
Provide first empirical evidence of preventive factors regarding challenging behaviors from a multi-variate perspective
Provide necessary first-generation data for second-generation empirical tests of interventions
5
Eligibility & Recruitment
Eligibility: (1) child is between 18 and 48 months; (2) parent/legal guardian provides informed consent
and expresses willingness to participate for at least 3 years;
(3) (a) child exhibits challenging behavior that is being formally addressed by an early intervention or early childhood special education provider or (b) child displays challenging behavior according to Center definition (impediment to development & social participation; chronicity) or (c) child meets criteria for being at high risk of challenging behaviors due to presence of 4 of 10 risk factors.
Recruitment - from 6 sites/programs targeting these high risk populations Lehigh Valley, PA; Nashville, TN (RIP), Gainesville, FL;
Tampa Bay area , FL; Denver, CO; Kansas City and Lawrence, KS.
6
Design and Measurement
Accelerated (longitudinal) growth curve design, with two cohorts… 18-30 months 36-48 months
Data collection – every 6 months
Measurement Categories Child Measures ; Family Measures;
Ecological/Contextual Measures; Intervention Measures (but very limited); Growth Outcomes; Kindergarten Outcomes
7
Current Status
Recruitment/Data collection initiated in late 2003Recruitment completed in August, 2005Wave 1 enrollment = 244 participantsAll Wave 1-3 data in data base; Clean up of data nearing completionAvailable data from Waves 4-6 being enteredData analyses under way
Some Descriptive Statistics --- at Entry
(Wave 1)
From Dunlap et al.Conference on Research
Innovation in Early Intervention
February, 2006
9
Population Description (n=244)
Male 62.6%Female 37.4%
Enrolment age > 36 mos.
47.2%
Enrolment age < 36 mos.
52.8%
African-American 34.1%Caucasian 37.1%Hispanic 20.5%
Other 8.3%
10
Population Description (n=244)
Known Dev. Delay 11.2%
Known Autism 5.1%
Known Language Problems
29.7%
CBCL Total > Clinical 34.9%
CBCL Internal > Clinical 23.3%
CBCL External > Clinical 40.6%
11
Some Risk Factors
Hx of Mental Illness (birth family) 39.5%
Hx of Substance Abuse (birth family)
32.3%
Hx of Criminal Conviction (birth family)
28.2%
Hx of Domestic Violence (birth family)
17.9%
Hx of Child Protection 13.5%
Hx of Sleeping Problems (Child) 39.5%
12
Population by Site
UC-D KU Lehigh TVC UF USF
% of Total N
12.3 16.9 18.8 15.7 12.3 24.1
% Male 46.9 68.2 73.5 65.9 56.3 58.7
% >
36 mos25 50 55.1 58.5 43.8 42.9
Data Analyses
14
Examples of Analyses in Progress
Relationships between language and behaviorRelationships between key predictor variables (e.g., quality of child care; family functioning) and behavior problems at Wave 1Relationships between predictor variables at entry and behavior problems over time (Waves 2-5)Cumulative risk factors and relationships to behavior and language development
---------------------Kindergarten readiness and kindergarten functioning***
Some Data on Cumulative Risk
Factors: Preliminary Findings from KIDS
Study
Carta, Lardieri, & TimmConference on Research
Innovation in Early Intervention
February, 2006
16
Risk Factors and Their Criteria
Risk Measure CriteriaMental Illness History of mental
illness in family?Yes
Criminality Birth parents convicted of crime?
Yes
Marital discord History of domestic violence
Yes
Child maltreatment Child Protection concerns about safety of child
Yes
Teen mom Birth mom’s age <18 yrs at child’s birth
English not primary language
Language child hears most at home?
Not English
Parental distress Parenting Stress Inventory-Distress Subscale
In clinical range
17
Risk Factors and Their Criteria (cont.)
Risk Measure Criteria
Low stimulating home environment
HOME Total Score (Infant-Toddler or Early Childhood)
Score in lowest 1/3 of our sample
Lack of family support Unmet needs on Family Support Scale
Number of unmet needs is in upper 1/3 of our sample
Low income Family is TANF recipient
Yes
Limited education of primary caregiver
Primary caregiver’s education
< High School diploma
Large family size Number of children 4 or more children
18
Percentage of Sample with Risk Factor
0 10 20 30 40 50 60
Mental Health
Criminality
Domestic Violence
Child Maltreatment
Teen Mom
Non-English
Parent Distress
Low HOME
Unmet Needs
TANF
Low Mat Educ.
Large Family
N = 244
19
Distribution of Cumulative Risk Across Entire Sample
0
5
10
15
20
25Per
cent
of Enti
re S
ample
0 1 2 3 4 5 6 7 8 9
Total Number of Risks
N = 244 M=3.25; sd = 1.97
20
Cumulative risk: younger and older children in KIDS sample
0
5
10
15
20
25
30
% o
f Cohort
0 1 2 3 4 5 6 7 8 9Total Number of Risks
Older than 3 yrs
Younger than 3 years
21
Correlations between risks and behavioral outcomes
Risk most highly correlated with CBCL-Externalizing: Parent Distress: r = .255; p< .001
Risks most highly correlated with CBCL-Internalizing Parent Distress: r = .185; p< .004
PLS-Expressive Low Home Environment: r = .34; p<.001 SES: r = -.26; p<.0001 Maternal education: r = .25; p<.0001
22
KIDS STUDY - Summary
Unique data set – first data set focused on understanding the development and nature of challenging behaviorKnowledge of trajectories may yield important information for Focus of intervention activities (e.g., child-
focused vs. family-focused) Approaches needed for intervention (e.g.,
parenting, parenting stress, language promotion, quality child care)
Timing of intervention Ecologies linked to optimal outcomes